Corliss Bean, PhD

Assistant Professor, Recreation and Leisure Studies

Corliss Bean

Office: STH 349
905 688 5550 x5013
cbean@brocku.ca

Corliss Bean is an Assistant Professor in the Department of Recreation and Leisure Studies. Her research involves working with community organizations at local and national levels to develop, implement and evaluate programming to foster youth psychosocial development. Corliss is also the co-director of the Centre for Healthy Youth Development through Sport and a member of Youth Research and Evaluation eXchange’s Provincial Academic Network. Her research interests include positive youth development, life skill development, sport psychology, program evaluation, girls and women, and coaching. She is currently accepting graduate students with complementary research interests.

  • Positive youth development 
  • Program development, implementation and evaluation 
  • Life skills 
  • Sport and physical activity 
  • Knowledge translation 
  • Girls and Women
  • Postpartum physical activity

Accreditation 

  • Credentialed Evaluator, Canadian Evaluation Society 

Affiliations 

  • Co-director, Centre for Healthy Youth Development through Sport
  • Member, Centre for Sport Capacity, Brock University
  • Academic Network, Youth Research & Evaluation eXchange 
  • Canadian Evaluation Society 
  • Canadian Society for Psychomotor Learning and Sport Psychology
  • North American Society for Psychology of Sport and Physical Activity
  • Association of Applied Sport Psychology

Peer-reviewed Journal Articles

  1. Bean, C., Neinhuis, C., Proulx, J. Cash, T., Aknin, L. & Whilans, A. (2021). Coaches’ reflections of using a charity-driven framework to foster youth athletes’ physical and psychosocial outcomes. International Sport Coaching Journal. https://doi.org/10.1123/iscj.2021-0024 
  2. Camiré, M., Newman, T. J., Bean, C., & Strachan, L. (2021). Reimagining positive youth development and life skills in sport through a social justice lens. Journal of Applied Sport Psychology. 
  3. Wurz, A., Bean, C., Shaikh, M., Jung, M. E., & Culos-Reed, S. N. (2021). From laboratory to community: Three examples of moving evidence-based physical activity into practice in Canada. Health & Social Care in the Community. https://doi.org/10.1111/hsc.13596 
  4. Shaikh, M., Bean, C., Bergholz, L., Rojas, M., Ali, M., & Forneris, T. (2021). Integrating a sport-based trauma-sensitive program in a national youth-serving organization. Child and Adolescent Social Work Journal. https://doi.org/10.1007/s10560-021-00776-7 
  5. Bean, C., Shaikh, M., Kramers, S., & Forneris, T. (2021). Research note: Does context matter? Differences in program quality, basic psychological needs, and developmental experiences across competitive and recreational youth sport. International Journal of Sports Science & Coaching. doi:10.1177/17479541211001879 
  6. Camiré, M., Turgeon. S., Bean. C., Rathwell, S., Kramers, S., Sabourin, C., … Pierce, S. (2021). Development and initial validation of the Coaching Life Skills in Sport Questionnaire. Psychology of Sport and Exercise, 53. doi:10.1016/j.psychsport.2020.101845 
  7. Bean, C., & Wimbs, R. (2021). Running from (with) mom guilt: Exploring experiences of being a mother and training for and running marathons. Leisure/Loisir, 45(2), 245-267. doi:10.1080/14927713.2021.1874831 
  8. Bean, C., Kramers, S., & Harlow, M. (2020). Exploring life skills transfer processes in youth hockey and volleyball. International Journal of Sport and Exercise Psychology. doi:10.1080/1612197X.2020.1819369 
  9. Bean, C., Dineen, T., & Jung, M. E. (2020). “It’s a life thing, not a few months thing”: Profiling patterns and associated strategies of the physical activity change process for women with prediabetes over 1-year. Canadian Journal of Diabetes, 44(8) doi:10.1016/j.jcjd.2020.09.001 
  10. Santos, F., Bean, C., Azevedo, N., Cardoso, A., & Pereira, P. (2020). Insights into using the implicit-explicit continuum of life skills development and transfer: The case of Surfing in SchoolsSage Open, 18 pagesdoi:10.1177/2158244020933316
  11. Shaikh, M., Bean, C., & Forneris, T. (2020). Six recommendations for youth sport stakeholders when evaluating their programs. Journal of Sport Psychology in Action. doi:10.1080/21520704.2020.1746709 
  12. Kramers, S., Turgeon. S., Bean, C., Sabourin, C., & Camiré, M. (2020). Research note: Examining how coach experience and training affects coaches’ explicitness of life skills development and transfer. International Journal of Sports Science & Coaching. doi:10.1177/1747954120922367
  13. Bean, C., Sewell, K., & Jung, M. E. (2020). A winning combination: Collaborating with stakeholders throughout the process of planning and implementing a type 2 diabetes prevention program in the community. Health & Social Care in the Community, 28(2), 681-689. doi:10.1111/hsc.12902 
  14. Kramers, S., Camiré, M., & Bean, C. (2020). Examining program quality in a national junior golf development program. International Sport Coaching Journal. doi:10.1123/iscj.2019-0025 
  15. Bean, C., Shaikh, M., & Forneris, T. (2020). Coaching strategies used to deliver quality youth sport programming. International Sport Coaching Journal, 7(1), 39-51. doi:10.1123/iscj.2018-0044 
  16. Bean, C., McFadden, T., Fortier, M., & Forneris, T. (2019). Understanding the relationships between program quality, psychological needs satisfaction, and mental well-being in competitive youth sport. International Journal of Sport and Exercise Psychology (advanced online publication). doi:10.1080/1612197X.2019.1655774 
  17. Kramers, S., Camiré, M., & Bean, C. (2019). Profiling patterns of congruence in youth golf coaches’ life skills teaching. Journal of Applied Sport Psychology (advanced online publication)doi:10.1080/10413200.2019.1596178 
  18. Shaikh, M., Bean, C., & Forneris, T. (2019). Youth leadership development in the Start2Finish Running and Reading Club. Journal of Youth Development14(1), 112-130 doi:10.5195/jyd.2019.674 
  19. Bean, C., Rocchi, M., & Forneris, T. (2019). Using the Learning Climate Questionnaire to assess basic psychological needs support in youth sport. Journal of Applied Sport Psychology, 3(2)1-22. doi:10.1080/10413200.2019.1571537 
  20. Alberga, A. S., Fortier, M., Bean, C., & Freedhoff, Y. (2019). Youth get a D+ grade in physical activity: How can we change public health messages to help reverse this trend? Applied Physiology, Nutrition, and Metabolism, 44(5), 567-570. doi:10.1139/apnm-2018-0479 
  21. Bean, C., Fortier, M., & Chima, K. (2019). Exploring challenges and strategies associated with the demands of competitive male youth hockey on mothers’ health. Leisure/Loisir, 4(1), 125-150. doi:10.1080/14927713.2019.1583075 
  22. Strachan, S. M., Bean, C., & Jung, M. E. (2018). “I’m on the train and I can’t stop it”: Western Canadians’ reactions to prediabetes and the role of self-compassion. Health & Social Care in the Community, 26(6), 979-987. doi:10.1111/hsc.12628  
  23. Bean, C., Kramers, S., Camiré, M., Fraser-Thomas, J., & Forneris, T. (2018). Development of an observational measure assessing program quality processes in youth sport. Cogent Social Sciences, 4(1). doi:10.1080/23311886.2018.1467304 
  24. Bean, C., Solstad, B. E., Ivarsson, A., & Forneris, T. (2018). Longitudinal associations between perceived program quality, basic needs support, and basic needs satisfaction: A person-centered approachInternational Journal of Sport and Exercise Psychology, 18(1), 76-92. doi:10.1080/1612197X.2018.1462234 
  25. Bean, C., Kramers, S., Forneris, T., & Camiré, M. (2018). The implicit/explicit continuum of life skills development and transfer for youth sport. Quest, 70(4), 456-470. doi:10.1080/00336297.2018.1451348 
  26. Harris, S., Bean, C., & Fraser-Thomas, J. (2018). Examining factors associated with psychosocial development and academic success among university student-athletes, PHEnex Journal, 9(3), 1-20. 
  27. Bean, C., Harlow, M., Mosher, A., Fraser-Thomas, J., & Forneris, T. (2018). Assessing differences in athlete-reported outcomes between high and low quality youth sport programs. Journal of Applied Sport Psychology, 30(4), 456-472. doi:10.1080/10413200.2017.1413019 
  28. Duodu, E.,Noble, J., Yusuf, Y., Garay, C., & Bean, C. (2017). Understanding the delivery of a Canadian-based afterschool STEM program: A case study. International Journal ofSTEM Education, 4(20), 1-11. doi:10.1186/s40594-017-0083-2 
  29. Bean, C., & Forneris, T. (2017). Examining the role of needs support in mediating the relationship between program quality and psychosocial outcomes in youth sport. International Journal of Sport and Exercise Psychology, 17(4), 350-366. doi:10.1080/1612197X.2017.1350825 
  30. Bean, C., & Forneris, T. (2017). Strategies for fostering a high qualityphysical activity-based  mentoring program for female youth: Lessons learned and future directions. Case Studies in Sport and Exercise Psychology, 1(7), 52-62. doi:10.1123/cssep.2016-0008 
  31. Bean, C., Harlow, M., & Kendellen, K. (2017). Exploring the importance of basic psychological needs support within high quality youth leadership programming. Evaluation and Program Planning, 61(2017), 76-85. doi:10.1016/j.evalprogplan.2016.12.003 
  32. Bean, C., & Forneris, T. (2017). Is life skill development a by-product of sport participation? Perceptions of youth sport coaches. Journal of Applied Sport Psychology, 29(2), 234-250. doi:10.1080/10413200.2016.1231723 
  33. Kendellen, K., Camiré, M,Bean, C., Forneris, T., & Thompson, J. (2017). Integrating life  skills into Golf Canada’s youth programs: Insights into a successful research to practice partnership. Journal of Sport Psychology in Action, 8(1), 34-46. doi:10.1080/21520704.2016.1205699 
  34. Bean, C., & Kendellen, K. & Forneris, T. (2016). Examining needs support and positive developmental experiences through participation in a residential summer camp. Leisure/Loisir, 40(3), 271-295. doi:10.1080/14927713.2016.1252938 
  35. Bean, C. N., & Forneris, T. (2016). Examining program quality and needs support within two physical activity-based mentoring programs. PHEnex Journal, 8(2), 1-16. 
  36. Kendellen, K., Bean, C.,Camiré, M, & Forneris, T. (2016). Facilitators and barriers to  leadership development at a Canadian residential summer camp. Journal of Park and Recreation Administration, 34(4), 36-50. doi:10.18666/JPRA-2016-V34-I4-6514 
  37. Bean, C. N., & Forneris, T. (2016). Exploring stakeholders’ experiences of implementing an ice hockey programme for Inuit youth. Journal of Sport for Development, 4(6), 7-20. 
  38. Halsall, T., Kendellen, K., Bean, C. N., & Forneris, T. (2016). Facilitating positive youth development through residential camp: Exploring perceived characteristics of effective camp counsellors and strategies for youth engagementJournal of Park and Recreation Administration, 34(4), 20-35. doi:10.18666/JPRA-2016-V34-I4-7273 
  39. Bean, C., Forneris, T., & Brunet, J.  (2016). Investigating discrepancies in program qualityrelated to youth volleyball athletes’ needs support. Psychology of Sport and Exercise, 26, 154-163. doi:10.1016/j.psychsport.2016.07.001 
  40. Bean, C. N., & Forneris, T. (2016). Examining the importance of intentionally structuring the youth sport context to facilitate psychosocial development. Journal of Applied Sport Psychology, 28(4), 410-425. doi:10.1080/10413200.2016.1164764 
  41. McFadden, T., Bean, C., & Fortier, M. (2016). Investigating the influence of youth hockey specialization on psychological needs (dis)satisfaction, mental health, and mental illness. Cogent Psychology, 3(1), 1-16. doi:10.1080/23311908.2016.1157975
  42. Bean, C., Harlow, M., & Forneris, T. (2016). Examining the importance of supporting youth’s basic needs in one youth leadership program: A case study exploring program quality. International Journal of Adolescence and Youth, 22(2), 195-209doi:10.1080/02673843.2016.1152986
  43. Bean, C. N., & Forneris, T. (2016). Re-examining the Youth Program Quality Survey as a tool to assess quality within youth programming. Cogent Psychology, 3(1), 1-14. doi:10.1080/23311908.2016.1149265
  44. Bean, C., Jeffery-Tosoni, S., Baker, J., & Fraser-Thomas, J. (2016). Concerning parental behavior in Canadian minor hockey: Elite insiders’ perceptions and recommendations. PHEnex, 7(3), 1-22. 

Book chapters

  • Bean, C., & Kramers, S. (2019). Coaching with intentionality: Working towards explicit approaches for life skills development. In F. Santos, L. Strachan, & P. Pereira (Eds.), Coach education for the next decade: The need for a positive youth development paradigm (pp. 63-76). Porto, PT: School of Higher Education, Polytechnic Institute of Porto.
  • Bean, C. (2017). Program quality in youth sport and physical activity. In K. Peppler (Ed.), SAGE Encyclopedia of Out-of-School Learning (pp. 632-633). New York: SAGE Publications. doi:10.4135/9781483385198.n241
  • Forneris, T., Bean, C., & Halsall, T. (2016). Positive youth development programming with marginalized populations. In N. L. Holt (Ed.), Positive youth development through sport (2nd ed., pp. 168-179). London: Routledge.
  • Forneris, T., Halsall, T., Bean, C., & Danish, S. J. (2014). Human development programming fostering well-being throughout adulthood. In A. R. Gomes, R. Resende, & A. Albuquerque(Eds.), Positive Human Functioning from a Multidimensional Perspective, 2(5), 79-94. Hauppauge, NY: Nova Science Publishers Inc.
  • Program Evaluation in Recreation
  • Child and Youth Work in Community Recreation
  • Positive Leisure Science: Individual and Community Well-being
  • Recreation and Leisure Services Field Experience
  • Post-doctoral Fellow, the University of British Columbia (2020) 
  • Doctorate in Philosophy, Human Kinetics, University of Ottawa (2017) 
  • Master of Arts, Human Kinetics, University of Ottawa (2013) 
  • Bachelor of Science (Honours), Human Kinetics, University of Ottawa (2011)